Lga3101 Topic 10

LGA 3101 CHILDREN’S LITERATURE

TOPIC 10 CHILDREN’S LITERATURE IN THE MALAYSIAN PRIMARY

ENGLISH LANGUAGE CURRICULUM (YEAR 1 – YEAR 6)

10.0 SYNOPSIS

This topic introduces you to the children’s literature in Malaysian Primary English Language

curriculum which is implemented to equip pupils with basic language skills in order to enable them to

communicate effectively in a variety of contexts that is appropriate to the pupils’ level of development.

This topic also helps to develop your ability to understand children’s literature and describe how

literature can be used in English language classroom.It also guides you to teach the pupils to

appreciatiate literature through texts read, sing songs, recite rhymes and poems as well as produce

creative works for enjoyment.

10.1 LEARNING OUTCOMES

By the end of this session, you will be able to:

demonstrate an understanding of children’s literature in the Malaysian Primary English Language

Curriculum by examine the literature content of the curiculum

identify and evaluate the different literary genres suitable for the primary English classroom.

demonstrate an awareness of the use of children’s literature in teaching English langugage

through purposeful activities in meaningful contexts.

train the pupils to appreciatiate literature through texts read , sing songs, recite rhymes and

poems as well as produce creative works for enjoyment.

10.2 FRAMEWORK OF TOPICS

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10.2.1. Examine the Literature Content of the Curriculum

The curriculum content is organised in terms of Content Standards and Learning Standards. Content

Standards specify the essential knowledge, skills, understandings and strategies that pupils need to

learn. Learning Standards describe in detail the degree or quality of proficiency that pupils need to

display in relation to the Content Standards for a particular year.

In the initial stages of learning English, pupils will have the opportunity to listen to meaningful English

input, in the form of stories or oral descriptions by teachers based on graphic texts. Through listening,

pupils will become familiar with words that will be introduced in their early reading and writing lessons.

The emphasis in the initial stages will be on vocabulary acquisition.

English is taught as a second language in all Malaysian primary and secondary schools. The mastery

of English is essential for pupils to gain access to information and knowledge written in English. In

line with the government’s policy on strengthening English, the curriculum has been designed to

produce pupils who will be proficient in the language.

The goal of the English language curriculum is to help pupils acquire the language in order to help

them use it in their daily lives, to further their studies, and for work purposes.

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Children’s Literature In The

Malaysian Primary English

Language CURRICULUM

(YEAR 1 – YEAR 6

Examine the literature content of

the curriculum

Analyse the literature

component of the curriculum

Identify literary sources for

children


This curriculum stresses the development of critical literacy. Teachers will provide opportunities for

pupils to question and evaluate texts that they listen to, read or view. These opportunities are

essential for achieving personal growth and confidence in functioning as an effective and productive

member of our society. This is in line with the goals of the National Philosophy of Education which

seeks to optimise the intellectual, emotional and spiritual potential of pupils.

The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills

to enable them to communicate effectively in a variety of contexts that is appropriate to the pupils’

level of development.

In the language arts module, pupils are trained to show appreciation of and demonstrate

understanding of texts read, sing songs, recite rhymes and poems as well as produce creative works

for enjoyment.

Definition of children’s literature

Children’s literature’ can be defined as “the

material created for and widely read, viewed and

heard by children, that has an

imaginative element.”

( Pusat Perkembangan Kurikulum KPM, 2006 )

Children's literature exists as an idea in the adult mind about the ways one speaks to children, about

how we adults configure childhood. Children’s literature celebrates the imagination we think is

necessary for us to engage childhood as adults. It is a way for adults, in short, to distinguish children

from adults ( Barnad, & Winn. 2006 ).

It is probably most useful to define children’s literature broadly, as literature that doesn't exclude

children, family literature, literature for a number of generations ( Laffrodo, 2006 ).

Children’s literature represent our first encounters with literature, in which we hear words used

beautifully and tune ourselves to the rhythms of our language. ( Chech, 2004 ).Children’s literature is

a gymnasium where children enter it, they exercise the imagination, the emotions, the intelect and

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even the conscience on moral sensisibility in a way that they can know nowhere else.( Jones,

( 2001 ).

Benefits of having Children’s Literature

Personal and Emotional gains

Literature gives enjoyment.

It enriches their understanding of themselves and the world around them.

It develops imagination.

It helps children make sense of their own experience.

It evokes one’s feelings on issues related to life.

Learning Gains

It allows children to learn new ideas and knowledge.

It adds to their understanding of concepts.

It allows children to understand cultural traditions and values and

issues in life.

It allows children to develop respect for self and others.

It encourages them to become aware of their audience.

Language Gains

It helps children develop an awareness of how language works in communication.

It helps them develop an understanding of the meaning of words.

It allows them to experience new ways of using language that bridges

the gap between written and spoken language.

10.2.2 Analyse the Literature Component of the Curriculum

Dokumen Standard Kurikulum Sekolah Rendah ( Modul Teras Asas)

Bahasa Inggeris SK, Bahagian Pembangunan Kurikulum 2010

Dokumen Standard Kurikulum Sekolah Rendah ( Modul Teras Asas)

Bahasa Inggeris SJK, Bahagian Pembangunan Kurikulum 2010

Aims and objectives of the children’s literature programme

To help pupils improve their English through reading simple fiction

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To provide a continuum for the literature component introduced in secondary school

To create an enjoyable learning environment

To instil and inculcate the reading habit among pupils.

To enrich pupils’ vocabulary and language content.

To enhance pupils’ thinking skills.

To promote cultural understanding in the Malaysian context

To improve English language proficiency of pupils.

To provide lively, enjoyable and high-interest readings.

By the end of each year of learning, learners should be able to:

talk about their friends and family confidently and

express concerns about growing up;

sing songs,

recite simple poems and;

tell simple stories;

read and understand simple stories

give an opinion on the story and

write stories,

show an awareness of moral values and love towards the nation.

A Modular Curriculum

The modularity of the standard – based English Language Curriculum (KSSR) is of a modular

structure. By organizing the organizing the curriculum standards under five modules (four for Year 1

and 2), pupils will be able to focus on the development of salient language skills under each module

through purposeful activities in meaningful contexts.

This modular approach does not exclude integration skills. However, skills integration is exploited

strategically to enhance pupil’s development of specific language skills as described in the content

and learning standards in a module. The curriculum is modular in design and this is reflected in the

organization of the content and learning standards.

In order to make learning more meaningful and purposeful, language input is presented under themes

and topics which are appropriate for pupils. Three broad themes have been identified in the

curriculum.

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World of Self, Family and Friends;

World of Stories and

World of Knowledge.

Language Arts

Language Arts Bahasa Inggeris SK Year 1&, 2

The standards for language arts in Year 1 and 2 will explore the power of story, rhyme, and song to

activate pupil’s imagination and interest, thus encouraging them to use English language widely.

This component will ensure that they benefit from hearing and using language from fictional as

well as non – fiction sources. Through fun – filled and meaningful activities in this component, pupils

will gain a rich and invaluable experience in using the English language. When taught well, pupils will

take pride in their success.

They will also benefit strongly from consistent praise for effort and achievement by the teachers with

the aim of making their learning as rewarding as possible. Pupils will also be encouraged to plan,

prepare and produce simple creative works.

In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment

and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful

experiences.

The standards for language arts in Year 1 and 2 will explore the power of story, rhyme and song to

activate pupils’ imagination and interest, thus encouraging them to use English language widely. This

component will ensure that they benefit from hearing and using language from fictional as well as

non-fictional sources.

Through fun-filled and meaningful activities in this component, pupils will gain a rich and invaluable

experience in using the English language. When taught well, pupils will take pride in their success.


the aim of making their learning as rewarding as possible.

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Pupils will also be encouraged to plan, prepare and produce simple creative works. In addition, the

Language Arts module also provides pupils an opportunity to integrate, experiment and apply what

they have learnt in the other modules in fun-filled, activity-based and meaningful experiences.

Table 1 : Content and Learning Standards - Language Arts

( Bahasa Inggeris SK Year 1 and 2 )

CONTENT STANDARD LEARNING STANDARDYear One

LEARNING STANDARDYear Two

By the end of the 6-year primary

schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs, through performance.

4.1.1 Able to enjoy nursery rhymes, jazz chants and action songs through non-verbal response.

4.1.2 Able to recite nursery rhymes , jazz chants and sing action songs with correct pronunciation and rhythm.

4.1.1.Able to enjoy action songs and jazz chants through non- verbal response.

4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.

By the end of the 6-year primary schooling pupils will be able to express personal response to literary texts.

4.2.1 Able to demonstrate skills in handling books appropriately.

4.2.2 Able to respond to: a. book covers b. pictures in books with guidance.

4.2.1 Able to respond to: a. book covers b. pictures in books c. characters with guidance.

Language Arts Bahasa Inggeris SJK Year 1, 2 and 3

The standards for language arts in Year 1, 2 and 3 will explore the power of story, rhyme and song to

activate pupils’ imagination and interest, thus encouraging them to use English language widely.

This component will ensure that they benefit from hearing and using language from fictional as well

as non-fictional sources. Through fun-filled and meaningful activities in this component, pupils will

gain a rich and invaluable experience in using the English language. When taught well, pupils will




prepare and produce simple creative works. In addition, the Language Arts module also provides

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pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in

fun-filled, activity-based and meaningful experiences.

Table 2 : Content and Learning Standards Year One and Two- Language Arts( Bahasa Inggeris SJK Years 1, 2 and 3 )

CONTENT STANDARD

LEARNING STANDARDYear One

LEARNING STANDARD

Year Two

LEARNING STANDARDYear Three

4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs, through performance.

4.1.1 Able to enjoy nursery rhymes and action songs through non-verbal response. 4.1.2 Able to recite nursery rhymes and sing action songs with correct pronunciation and rhythm.

4.1.1 Able to enjoy action songs and jazz chants through non-verbal response. 4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.

4.1.1 Able to enjoy jazz chants and poems through non-verbal response. 4.1.2 Able to recite jazz chants and poems with correct pronunciation, rhythm and intonation.

4.2 By the end of the 6-year primary schooling pupils will be able to express personal response to literary texts.

4.2.1 Able to demonstrate skills in handling books appropriately. 4.2.2 Able to respond to: a. book covers b. pictures in books with guidance.

4.2.1 Able to respond to: a. book covers b. pictures in books c. characters with guidance.

4.2.1 Able to respond to: a. characters b. place with guidance.

10.2.3 Identify Literary Sources For Children

Reading stories with children introduces them to the complex nature of language and helps them in

acquiring important language skills. However, the type of books read to children contributes to the

depth of their learning. Parents should try to include a variety of books in their read aloud experience.

Different types of genre books are associated with different amounts and types of language and each

will encourage a different dialog or conversation with children.

Let's start this analysis by defining children's literature as both fiction and non-fiction books written

especially for children from 0 to 12 years old. Children's books are classified by the following genre:

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Picture Books.

Children's books that provide a "visual experience" - telling a story

with pictures. There may or may not be text with the book. The

content of the book, however, can be fully explained or illustrated

with pictures.

Picture Story Books.

Children's books that contain pictures or illustrations that complement the story, often mirroring the

plot. Both the text and the illustrations are important to the development of the story. The pictures

are the "eye-candy" that get people's attention, but the text is also needed to complete the story.

Suggested Reading:

Quick as a cricket by Don and Audrey Wood

Flower Garden by Eve Bunting

Traditional Literature.

Stories that are passed down from generation to generation, changing slowly over time are called

traditional literature, this is what makes them so fascinating - they provide a link between the past and

the future. The stories, while retaining much of their original flavor and content have to evolve in

subtle ways to remain meaningful in different eras. Traditional literature is a great starting point to

introduce children to the concept of a story and introduce them to different types of stories or genres

and we can further break traditional literature down as:

Suggested Reading:

Goldilocks and Three Bears by James Marshall

The Acorn Tree and other Folktales by Anne F. Rockwell

Folktales

These feature common folks, such as peasants, and commonplace events. There maybe be

some "make-believe" elements, like talking animals, but the stories, overall, sound logical -

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even realistic. Folk tales seek to explain things about life, nature, or the human condition.

Fairy Tales

Also called "magic stories," these are filled with dreamlike possibility. Fairy tales feature

magical and enchanted forces. They always have a "happily ever after" ending, where good

is rewarded and evil is punished.

Fables

Short stories, in verse or prose, with an moral ending. These types of stories are credited

Aesop (6th century BC), who told tales of animals and other inanimate objects that teach

lessons about life.

Legends

While based in history, these stories embellish the life of a real person. The facts and

adventures of the person are exaggerated, making the individual famous for their deeds.

Myths

Some stories have to be told as related tales to be meaningful. Myths portray themselves as

representing a distant past. They contain common themes and characters, often "gods."

Myths attempt to explain the beginning of the world, natural phenomena, the relationships

between the gods and humans, and the origins of civilization. Myths, like legends, are stories

told as though they were true.

Historical Fiction.

These are stories that are written to portray a time period or convey information about a specific time

period or an historical event. Authors use historical fiction to create drama and interest based on real

events in people's lives. The characters may be real, based on real people, or entirely made up.

In many ways, these types of books can be more powerful teaching tools than nonfiction, especially

for children. Often, historical fiction presents history from the point of view of young participants.

There are few contemporary accounts of how children have experienced and participated in

Children's historical fiction features youth playing an important, participatory role in history

Modern Fantasy.

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This broad genre is probably easier to define by example or by what it is NOT. The

stories are contemporary or are nondescript as to when they occur. They are imaginative

tales require young readers to accept elements and story lines that clearly cannot be true

- readers must suspend disbelief. The stories may be based on animals that talk,

elements of science fiction, supernatural or horror, or combinations of these elements.

Suggested Reading:

Charlottes Web,

Winnie The Pooh,

Alice In the Wonderland,

Willie Wonka and The Chocolate Factory,

The Wizard of Oz.

Realistic Fiction.

Books that are written for today's youths, representing contemporary times, based on real world

situations are called realistic fictions. Similar to historical fiction, except these stories are based on

current events. They feature children as their main characters and often allow young readers to

“experience” different settings, cultures, and situations than what is the norm for their lifestyle.

Children’s realistic fiction features main characters of approximately the age (or slightly older than)

the book’s intended audience. The books present a “real –young person solves that problem.

Non-fiction or Informational Books.

Books that are designed to help readers learn more about real things. They provide young readers

information without the literary devises common to fiction. They can be a challenging genre for

children because a given presentation about the real – world has to assume something about a

readers abilities, understanding of interest. The challenge is to match high interest topics with

appropriate reading levels and backgrounds knowledge. For example, may children interested in

jets and rockets, but few are ready to read “rocket science”. In schools, these books have

traditionally been used for academic study and research projects.

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Suggested Rea Reading:

Dinosaur Bones by Bob Barner

From Wheat to Pasta by Robert Egan

Biography.

A form of non-fiction that is based on the life of a person. Children enjoy reading stories

about other people - biographies and form an effective "bridge" between storytelling and nonfiction

- after all - everyone's life is a story! Because biographies are almost always published about notable

people in notable fields, biographies are often used to introduce children to the concept of non - fiction.

Biographies can also be extremely motivating young children to dream about when they grow up. The lives of

famous, important people let children see how the process of growing up shapes the opportunities, choices,

and challenges people face in life.

Poetry and Drama.

Poems and drama are important genres that introduce children to verse, prose, rhythm, rhyme, writing styles,

literary devices, symbolism, analogies, and metaphors. From a librarian’s point of view, they are important

because they are written at different reading levels so that a young reader’s interests can be matched with text

that is consistent with their abilities. This is a especially important for “reluctant readers” that may read below

their age group. The simple language used in some poems and drama can be appreciated by readers of

varying abilities, providing a context to teach a variety of language skills.

Suggested Reading:

Sing a Song of Popcorn : Every Child’s Book of Poems by M. White

Read - Aloud Rhymes for the Very Young by Jack Prelutsky

Richard Scarry’s Best Mother Goose by Richard Scarry

The Real Mother Goose by Blanche Wrigh

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Table : 3 Titles for Contemporary Children’s Literature Year 4 (SK)

( Dokumen Standard Kurikulum Sekolah Rendah ( Modul Teras Asas)

Bahasa Inggeris SK, Bahagian Pembangunan Kurikulum 2010 )

1 Tidy Your Room, Tanya! - Pamela RushbyKarisma Productions2

Kedah, PulauPinang,

Perak,Selangor,

Wilayah Persekutuan,

Negeri Sembilan,

Johor, Melaka

2 Tales and Tails -Hyacinth GaudartGapura Cita3.

3The Little Blue Boy -Fatou KeitaDanalis Distributors4.

4 Coral Bay Surprise -Barbara & David Miller Rima Enterprise5

Pahang,Terengganu,

Kelantan, Labuan,

Sabah ,Sarawak

5 Everyone is Good At Something -Peter EthertonFalcon Press6.

6The Humble Prince-Kumara VeluOscar Book International

Samples children’s poetry

Three Little Kittens

Three little kittens

Lost their mittens

And they began to cry

“ Oh Mother dear,

We sadly fear

Our mittens we have lost!”

“ What! Lost your mittens,

You naughty kittens?

Then you shall have no pie!”

“ Meow! Meow! Meow!”

Three little kittens

They found their mittens

And they began to cry

“ Oh Mother dear,

See here, see here,

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Our mittens we have found!”

“ What! Found your mittens,

You darling little kittens?

Then you shall have some pie!”

“ Purr, purr, purr.”

Samples rhymes

Two Little Black Birds

Two little black birds,

Sitting on the wall,

One is Peter, One is Paul

Fly away Peter

Fly away Paul

Come back Peter

Come back Paul

Samples of children’s songs

Que Serra Serra

When I was just a little girl

I asked my mother

What will I be

Will I be preety

Will I be rich

Here’s what she said to me

Que serra serra

What ever will be, will be

The future is not us to see

Que serra serra

What will be will be

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The English Language syllabus has introduced Children’s Contemporary Literature in Year 4, 5 and 6

in order to provide an early beginning and a foundation in literature. Pupils will develop an

understanding of other societies, cultures, values and traditions that will help them in their emotional

and spiritual growth. A follow-up programme to the structured reading programme for Year 1 and

Year 2 pupils.

The implementation of KSSR has put more emphasis in children literature.The standards for

Language Arts in Year 1 and Year 2 will explore the power of story, rhyme and song to activate

pupils’ imagination and interest, thus encouraging them to use English language widely.

The standards for Language Arts in Year 1, Year 2 and Year 3 for SJK will also explore the power of

story, rhyme and song to activate pupils’ imagination and interest, thus encouraging them to use

English language widely.

This component will ensure that they benefit from hearing and using language from fictional as well

as non-fictional sources. Through fun-filled and meaningful activities in this component, pupils will

gain a rich and invaluable experience in using the English language. When taught well, pupils will




prepare and produce simple creative works. In addition, the Language Arts module also provides

pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in

fun-filled, activity-based and meaningful experiences.

The objective of the Language Arts component also complement the reading skills.Students read and

enjoy simple stories and poems and respond to them by talking about people, animals and moral

values in the story or poem, and relating it to one’s life.Students need to read simple texts and predict

outcomes at a level suited to learners’ability.Students also need to read simple texts and make

inferences and draw obvious conclusions.

Tutorial Question

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Task 1

1 ( a ) Choose any literary genre suggested in Year 2 KSSR curriculum. Design one activity which

promote cultural understanding in Malaysian context.

Task 2

2 ( a ) Discuss the importance of having a literature component in the curiculum

( b) Discuss the roles of literature in The English Language Curriculum for Primary Schools

Task 3: Plan a language art lesson on talking about people, animals and moral values in the story

or poem, and relating it to pupils’ life

Task 4: Choose one story suggested in year 4 curriculum. Design an activity you plan to use in

your next literature lesson to help the students follow the plot of the story.

That’s all you have to do. Good Luck!

Dokumen Standard Kurikulum Sekolah Rendah ( Modul Teras Asas) Bahasa Inggeris SK,

Bahagian Pembangunan Kurikulum 2010

Dokumen Standard Kurikulum Sekolah Rendah ( Modul Teras Asas) Bahasa Inggeris SJK,

Bahagian Pembangunan Kurikulum 2010

Access literature : An Introduction to fiction, poetry and drama ( Barnard, B & Winn, F, David, 2006 )

Thomas Wadsworth, Boston USA.

Literature : An Introduction to Reading and writing ( Roberts. V.E & Jacobs, H.E, 1998 ) Prentice-Hall,

New Jersey.

Power Point Kursus Pelaksanaan Program Bacaan Sastera Kontemporari Kanak-Kanak Bahasa

Inggeris Tahun 6 contemporary children’s literature overview & assessment (2006)

Pusat Perkembangan Kurikulum Kementerian Pelajaran Malaysia

Siti Hawa Hasim

IPGKTHO

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Lga3101 Topic 10